Kimberly P.

Ratonel October 26, 2019

TCP – B

1) The Power of Film, Video, and TV in the Classroom

“Next to home and school, I believe television to have a more profound influence on the human race than
any other medium of communication.” – Edgar Dale

The appeal of visual media continues to make film, video and television as educational tools with high
potential impact. They are now more accessible and less cumbersome to use. Let us take advantage of
them in the classroom.

The film, video, and tv in the classroom are indeed powerful. Dale (1969) says, they can:

 Transmit a wide range of audio – visual materials, including still pictures, films, objects, specimen
and drama.
 Bring models of excellence to the viewer.
 Bring the world of reality to the home and to the classroom through a “live” broadcast or as mediated
through film or videotape.
 Make as see and hear ourselves world events as they happen.
 Be the most believable news source.
 Make some programs understandable and appealing to a wide variety f age and educational levels.
 Become a great equalizer of educational opportunity because programs can be presented over
national and regional network.
 Provide us with sound and sights not easily available even the viewer of a real event though long
shots, close-up, zoom shots, magnification and split screen made possible by the camera.
 Can give opportunity to teachers to view themselves while they teach for purposes of self-
improvement.
 Can be both instructive and enjoyable.

While the film, video and TV can do so much, they have their own limitation.

 Television and film are one-way communication device. Consequently, they encourage passivity.
 The small screen size puts television at a disadvantage when compared with the possible size of
projected motion pictures.
 Excessive TV viewing works against the development of child’s ability to visualize and to be creative
and imaginative, skills that are needed in problem solving.
 There is much violence in TV.

Basic Procedure in the Use of TV as a Supplementary Enrichment

1. Prepare the classroom.

2. Pre-viewing Activities.
a. Set goals and expectation.
b. Link the TV lesson with past lesson and / or with your student’s experience for integration
relevance.
c. Put the film in context.
d. Point out the key points they need to focus on.
3. Viewing
a. Don’t interrupt viewing by inserting cautious and announcements you forget to give during the
previewing stage.
b. Just make sure sights and sounds are clear.
4. Post – Viewing
 To make the feel ease begin by asking the following questions:
 What do you like best in the film?
 What of the part film makes you wonder? Doubt?
 Does the film remind you of something or someone?
 What question are you asking about the film?
 The film, video, and TV are powerful instructional tools.
 When they are used appropriately and moderately, they can make the teaching-learning process
more concrete, lively, colorful and interactive.
 Misuse and abuse of their use in the classroom and even at home has far reaching damaging
effects in the development of children’s imaginative and thinking powers and sensitivity to human
life.

The Effects of TV
 We agree that the TV can give a more accurate, livelier and more colorful presentation of a difficult
topic in physics for instance when the one who teaches the topic is inexperienced and can only
make use of still pictures in black and white as visual aid.
 We are aware of the numerous educational benefits of the use of the TV.
 The effect of TV depends on how it is used.
 When used in excess, it can also impair the development of children’s ability to visualize, to be
creative and imaginative. Worse, is when children gets exposed to violence in TV.

Social psychologist Craig A. Anderson gave this testimony to the US senate on March 21, 2000:

“The Media violence effect on aggression is bigger than the effect of exposure to lead on IQ scores in the
children, the effect of calcium intake on bone mass, the effect of homework 0on academic achievement, or
the effect of asbestos exposure on cancer… high exposure to media violence is a major contributing cause
of the high rate of violence in modern US Society.”

Let us use the TV appropriately and moderately so that we can take advantage of its advantage and mitigate
its disadvantages.

Using Video in the Classroom

Does video have a place in the classroom?
According to a 1992 study conducted by Synergy Broadcast Systems, “Video in the classroom is
an important tool used to support the four key components of learning.”

Four Key Components

 Active Engagement
 Participation in Groups
 Frequent Interaction and Feedback
 Connection to Real-World Experts

Why Use Video in the Classroom?

 We remember 70% to 90% of what we see, hear and do.
 Using video, creating content and producing an end result that will allow students to do all three.

Technology has changed

 Due to changes in technology, video tools are more accessible than ever before.
 Students will be using technology throughout the course of their scholastic career. The sooner they
have access, the better.
Ways video helps assist classroom assignments:
 Supports differentiation.
 Stimulates classroom discussion.
 Reinforces readings.
 Provides creative output.
 Allows students to interact with classrooms throughout the world.

Recommended Video Tools and Resources

 iMovie
 Sony Vegas
 Animoto
 Gizmoz
 YouTube
 Jing

Advantages
 Video can be utilized to illustrate how something works.
 Video provides information in detail that text and graphic cannot.
 Video can grab student’s attention.
 Video can show real life examples.
 Video stimulates discussions.
 Video can appeal to the learning styles of visual learners.
 Video could enhance problem-based learning.

Using Film in the Classroom

At Film Education, we believe that films is a power tool that can help learners understand and access that
world and other worlds.
 Real and imagined
 Parts of our remit is to in courage young people to learn by viewing and to be critical consumers of
what they see as an ability and analyze film is an empowering skill and one that is increasingly
important for young people.
 Film Education’s website and materials offer teacher a wealth resource for incorporating film into
the elementary school to high school.
 Let face it, using film – whether watching them or actually making them – is often a heat motivator
for students of all ages.
 There are teacher all over the world who are including YouTube or film clip in their lesson.

Three (3) tips for using Film in the Classroom

1. You tube is your friend, but Clean tube is better.
2. Keep it short and upbeat, generally there’s a law of diminishing returns regarding the length of film.
3. Use it at the start or the end of the lesson.

Three (3) tips for Making Films in Class

 Teaching students how to make film.
 Build in play time let students muck around with the different titles and effect.
 Sometimes, it’s not about quality it’s all about the story.
How can Film help you Teach English
 Learning from films is motivating and enjoyable.
 Film provides authentic and varied language.
 Film gives a visual context.
 Variety and flexibility.
 Exposes the student to spoken language
 Useful in teaching vocabulary.
 It contextualizes language through the flow of images, making it more accessible.
 Film also offers an enlargement of our knowledge of the world and the cultures that it contains.

How to use Films in Teaching

1. Find something you like.
2. Choose something you can understand 70-90% (without substitutes or other help)
3. Don’t use subtitles in your own language.
4. Watch several times.
5. Start with English subtitles, then watch again without subtitles.
6. You don’t have to spend a lot of time ten minutes a day is better than nothing.

2) Advantages and Disadvantages of Using Visual Symbols in Teaching. Give Examples (3) Of
Visual Symbols in Teaching.

Visual Symbols – these are representations of direct reality, which comes in the form of signs and symbols.

Advantages:
 Drawings and illustrations could be prepared ahead of time by having it drawn on the board and
covered until the class starts.
 Drawings and illustrations are less detailed; hence, learners can easily understand their message.
 Charts can present summaries of information.
 Charts can be moved with ease from one place to another.
 Like charts, diagrams show relationships of a large amount of data in a condensed form.
 Diagrams are easy to use because they do not require special equipment.
 Graphs are made to summarize data, hence facilitate understanding.
 Graphs which are colorful are more appealing than tables.
 Posters can easily convey message.
 Because of its color, posters can easily catch attention.
 Strip drawing can be easily read and understood; thus, encourages reading.
 Cartoons satisfy children’s idea of art.
 Aside from verbal cues, cartoons and strip drawings contain illustrations.
 Still pictures abound in various materials such as books, magazines, newspapers, catalogs, and
calendars.
 Pictures provide a more realistic interpretation of verbal symbols.
 Pictures, especially those which are large and colorful, motivate students and relate an action or
depict a story.
 The material could easily capture the subject as deemed important for instruction.
 Photographs could be easily taken and produced as in the case of those taken from digital cameras.
 Flashcards can be an important means of fixing skills and automatizing responses of students.
 Flash cards can be easily made from recycled materials.
 Flash cards are easy to use and can be easily carried.
Disadvantages:
 Drawings could be subject to misinterpretations.
 Technical expertise in drawing could be needed to produce good drawings and illustrations.
 Charts cannot show motion.
 Big charts can be cumbersome to handle. Charts can be outdated.
 Ideas rely having heavily on symbolic means, hence, could be difficult to understand.
 Graphs can be easily misinterpreted.
 Because these employ numerical data, graphs could be uninteresting for some students.
 Posters can portray different interpretations.
 In interpreting cartoons and strip drawings, there is a tendency to focus only on the colorful
drawings rather than on the words accompanying them.
 Pictures or drawings are usually exaggerated, which could lead to misinterpretations.
 Since pictures are two-dimensional, they often fail to present scale size or perspective.
 Unless proper care is taken, pictures can easily get torn, disordered or lost.
 Carelessness in getting pictures may lead to distortion of images.
 Flash cards may be small to be seen by the entire class.
 If flashing is too snappy, the students could find difficulty in recognizing what is in the flash card.

3) Maximizing the Used of The Overhead Projector and Chalkboard

The Chalkboard or Blackboard – a smooth hard panel, usually green or black, for writing on with chalk.

The following practices of dedicated and professional teachers may help us in the effective use of the
chalkboard:
 Write clearly and legibly on the board. Take note that there are children in the last rows.
 It helps if you have a hard copy of your chalkboard diagram or outline. That helps you to visualize
the diagram or outline you like to appear on the chalkboard. That clean diagram and organized
outline must match what you do on the chalkboard.
 Don’t crowd your notes on the board work.
 Make use of colored chalk to highlight the key points. Color will also make your board more
appealing.
 Do not turn your back while you write on the chalkboard. Write sideview as you talk. Don’t lose your
eye contact with your class.
 For the sake of order and clarity, start to write from the left side of the board going right.
 Look at your board work from all corners of the room to test if pupils from all the sides of the room
can read your board work.
 Make full use of the chalkboard. it may be traditional educational technology, but it serves its
purpose very well when used correctly.

Chalkboard Techniques
 Sharpen your chalk to get good line quality.
 Stand with your elbow high. Move along as you write.
 Use dots as “aiming points”. this keeps writing level.
 Make all writing or printing between 2 and 4 inches high for legibility.
 When using colored chalk, use soft chalk so that it can be erase easily.
Overhead Projector – is a variant of slide projector that is used to display images to an audience.

Advantages of the OHP (Brown, 1969):

 The projector itself is simple to operate.
 The overhead projector is used in the front of the room by the instructor, who has the complete
control of the sequence, timing, and manipulation of his material.
 Facing his class and observing students’ reactions, the instructor can guide his audience, control
its attention, and regulate the flow of information in the presentation.
 The projected image behind the instructor can be as large as necessarily for all in the audience to
see; it is clear and bright, even in the well-lighted room.
 It is especially easy for the teachers and students to create their own materials in the overhead
projector.
 There is an increasing number of high-quality commercial transparencies.

Features of OHP:
 You can show pictures and diagrams, using a pointer on the transparency to direct attention to a
detail. The silhouette of your pointer will show in the motion screen.
 You can use a felt pen or wax-based pencil to add details or to make points in the transparency
during projection. The marks of the water-based pens and pencils can be removed with a soft cloth
so that the transparency can be re-used.
 You can control the rate of presenting information by covering a transparency with a sheet of paper
or cardboard (opaque material) and then exposing data as you are ready to discuss each point.
 You can shoe three dimensional objects from the stage of the projector-in silhouette if the object is
opaque, or in color if an object is made of transparent color plastic.

We can learn from the experiences of others (Brown, 1969)

 In primary grades, simple object like keys, leaves, and cut-out paper shapes can be placed directly
on the projector to simulate children’s imagination an encourage discussion.
 In English composition lessons, student themes or writing exercises can be reproduced in film by
means of the heat or photocopy process. The teacher and students can analyze the writing for style
and grammar as each example is projected.
 In arithmetic, blank sheets of acetate and grease pencils can be given to selected students. Have
been prepare solutions to homework problems so the class may evaluate and discuss their results.